ELA+2+Lesson+11


 * Topic: Animal behavior**

RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 - Describe how characters in a story respond to major events and challenges. RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 - Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.11 - Make connections between self, text, and the world around them (text, media, social interaction). RRF.2.3d - Decode words with common prefixes and suffixes. RRF.2.4 - Read with sufficient accuracy and fluency to support comprehension. W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. W.2.11 - Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 36 for specific expectations.) L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1f - Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4b - Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Drawing conclusions
 * Infer and predict
 * Kinds of sentences
 * Persuasive letter
 * Prefixes


 * Suggested additional readings: **
 * __ Animals Building Homes __ by Wendy Perkins
 * __Koalas and Other Marsupials__ by Bobbie Kalman
 * __Penguins: life in the colony__ by Willow Clark
 * __Special Animal Senses__ by Mary Mackill
 * __Whose Work is This?: a look at things animals make -- pearls, milk and honey__ by Nancy Allen Kelly
 * __You'll Cause a Stir When You Infer!__ by Kelly Doudna
 * __We are Wise, Let's Hypothesize!__ by Kelly Doudna

**Resource Links:** Journeys lesson activities Brainpopjr - video about writing varied letters Brainpopjr - video about types of sentences Enchanted Learning - prefix worksheets Brainpopjr - video about observations and conclusions BookFlix - informational text about bear behavior read aloud BookFlix - informational text about behavior of wolves read aloud Brainpopjr - video about hibernation Brainpopjr - video about making predictions Brainpopjr - video about making inferences

Student learning outcome: Identify and describe connections between one text and another. Duration: approximately 50 minutes Necessary materials:
 * Activities: **

//Provided//:
 * Independent practice worksheet

//Not Provided//:
 * __Ira Sleeps Over__ by Bernard Waber
 * __Ira Says Goodbye__ by Bernard Waber
 * Lesson plan

Teacher will explain to students that good readers should also think about how the story relates to other stories they have read, in order to understand the story better. Teacher will review with students that drawing conclusions about a text means we are thinking about what we already know and combining it with what is in the text. In this case, we are thinking about what we already know about other books. I will give an example of two books previously read in class. I will model making connections between the two texts in order to understand the stories better. For example, "When we read __Lilly’s Big Day__ (from the Character unit), I remembered from reading __Lilly’s Purple Plastic Purse__ (also from the Character unit) that although Lilly really loves her teacher Mr. Slinger, sometimes she gets angry at him when he doesn’t let her do what she wants. Remembering this about Lilly helped me understand her behavior in the story better." Ask: "How did I use one book to better understand another book?" Students should respond that you thought about how a character acted in one book and used that information to better understand how the character acted in another book. Teacher and students will do a picture-walk through __Ira Sleeps Over__ by Bernard Waber. We will think about how it feels to be made fun of and remember that Ira is afraid that Reggie will laugh at his teddy bear. We will identify other books in which characters are ridiculed or are afraid of being teased. For example, "This makes me think of the book __Chrysanthemum__ by Kevin Henkes. Chrysanthemum was teased about her name and it made her sad. She didn’t like her name when people made fun of it. Ira was sad because he was afraid that Reggie would laugh at his teddy bear. People don’t like to be teased. I know from two stories now that it makes people sad to be teased."
 * ===DIRECT TEACHING===
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * ReadWorks - character analysis worksheet

Student will listen as teacher reads __Ira Says Goodbye__ by Bernard Waber. Student will answer the question: “What did you learn about Reggie and Ira in the book __Ira Sleeps Over__ that helped you understand the book __Ira Says Goodbye__ better?” (Student Independent Practice provided below in Teacher and Student Materials.)
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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